Advice for Actors – Especially Dyslexic Ones

by | Mar 27, 2019 | , , ,

 From accomplished actor Lloyd Everitt, the youngest actor to play Othello at Shakespeare’s Globe Theatre in London https://www.thestage.co.uk/advice/2016/lloyd-everitt-5-tips-for-actors-especially-dyslexic-ones/ 1. Know yourself Observe your sound and reactions from outside. Then, once you’ve found your essence, protect it. It’s what defines you as an actor. Or, to put that another way, a lot of actors pick on successful actors they admire and try to emulate them. Don’t. Be yourself. 2. Develop self-belief Some actors lack self-belief and struggle to follow their own gift. That’s partly why there are so many mental health problems in this industry. If you don’t get the part you wanted, get back on the horse. Something else will come along. 3. Be your own best friend Give yourself advice and reassurance. Don’t keep […]

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HOW TO READ A WORDLESS PICTURE BOOK

HOW TO READ A WORDLESS PICTURE BOOK

by | Dec 5, 2017 | , , , , , ,

With so much focus on reading for children with dyslexia, the choice of a wordless picture book might seem to be unusual, but it shouldn’t be. Dyslexic children should be exposed to wordless picture books at an early age, and also be encouraged to continue read them even when they are older. In many ways, picture books (or movies) are a more natural way for dyslexics to process stories. If you didn’t grow up reading wordless picture books, here are some great ideas of how to introduce or read these books with kids. 1. Approach the Book as a Discovery. Look at the cover and pictures as clues and wonder aloud with your child or class. Be open to observations and different interpretations. 2. Don’t […]

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Dyslexia: The Twenty-Something Years [PREMIUM]

Dyslexia: The Twenty-Something Years [PREMIUM]

by | Jul 20, 2017 | , , , , , , , , , , , , , ,

“These are the years when it will be easiest to start the lives we want. And no matter what we do, the twenties are an inflection point- the great reorganization – a time when the experiences we have disproportionately influence the adult lives we will lead.” –  Meg Jay, author of The Defining Decade “Life for emerging adults is vastly different today than it was for their counterparts even a generation ago. Young people are waiting longer to marry, to have children, and to choose a career direction. As a result, they enjoy more freedom, opportunities, and personal growth than ever before. But the transition to adulthood is also more complex, disjointed, and confusing. ” – Christian Smith, lead author of Lost in Transition Many ‘experts’ have […]

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The Power of Different – Exclusive Interview

The Power of Different – Exclusive Interview

by | Mar 24, 2017 | , , , , , , , ,

Dr. Gail Saltz has a hit book on her hands, and it’s called The Power of Different. In addition to being a professor of psychiatry at Columbia University, she grew up with a brother who’d win a Nobel Prize. Gail was kind enough to talk to her about what she learned about the genius of different thinkers, including some who are dyslexic. It turns out, Gail became interested in the sorts of minds that lead to be breakthroughs in ideas. Gail got a headstart on study because her brother is Nobel Prize winning astrophysicist Adam Riess (Dark Matter). Adam doesn’t have any diagnosis that she knows of, but she grew up being aware that he thought very differently from her and that led to her […]

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How a Dyslexic Author Wrote a NYTimes Bestseller about Joy

How a Dyslexic Author Wrote a NYTimes Bestseller about Joy

by | Dec 21, 2016 | , , , , ,

“…He explained that there is a Tibetan saying that it is the painful experiences that shine the light on the nature of happiness… The Archbishop added that that “nothing beautiful comes without some suffering,” and he mentioned how our muscles need resistance to grow. So it seems our spirit requires the same. The Archbishop paraphrased what the Dalai Lama had said, “His serenity comes not despite his adversity but because of it.” Douglas Abrams has an instant New York Times Bestselling book called The Book of Joy. Once an editor at Harper Collins, he currently owns his own book and is leads a media agency called Idea Architects. He is also dyslexic. (Read Lessons I learned from Richard Branson, the Dalai Lama, and Desmond Tutu here) Abrams […]

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DEAN KAMEN INVENTOR [Premium]

DEAN KAMEN INVENTOR [Premium]

by | Oct 27, 2016 | , , , , , ,

“If you start to do things you’ve never done before, you’re probably going to fail at least some of the time…and I say that’s ok.” – Dean Kamen Dean Kamen is one of the world’s most prolific inventors with over 440 patents to his name – including the Segway, the Luke Arm (robotic prosthesis), a programmable insulin pump and portable water purifier for Third World Countries. He also created the FIRST LEGO league to encourage young people to build and engineer, and he considers that his most important accomplishment. Dean’s father was an illustrator for MAD magazine and Weird Science and his mother was a teacher. Precocious at a young age, he remembers inventing a way to make his bed without having to cross to […]

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How To Become Invincible – Sort Of

How To Become Invincible – Sort Of

by | Oct 26, 2016 | , , , , , ,

Well, maybe not invincible, but you know what we mean. There’s a new idea circulating among business leaders and entrepreneurs. It’s not mindset or grit, but of course those are important. It’s rejection therapy. Some people think part of the reason for higher than average success of dyslexic people as CEOs and entrepreneurs is that they’re pretty much bullet-proof by the time they survive unrecognized dyslexia and the stressful bullying and teasing years of childhood. So what is the therapy in rejection therapy? It’s one of the oldest ideas in psychology – exposure. Increase resistance or tolerance to rejection by seeking it out. One popularizer of the idea is Jia Jiang, a startup CEO who realized that he hated being rejected when he pitched the […]

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How Dyslexic MIND Strengths Integrate with Multiple Intelligences [Premium]

How Dyslexic MIND Strengths Integrate with Multiple Intelligences [Premium]

by | Sep 26, 2016 | , , , , , ,

In our book, The Dyslexic Advantage, we spoke about the 4 MIND strengths common in adult dyslexics: M for Material Reasoning, I for Interdisciplinary Reasoning, N for Narrative Reasoning, and D from Dynamic Reasoning. These skill clusters and talent sets had parallels in brain systems and processes as well as careers, domains of expertise, and areas of innovation. Multiple Intelligences is a concept that was introduced by Howard Gardner of Harvard to identify specific modalities that went beyond a single intelligence or general ability. The seven he initially characterized were: musical-rhythmic, visual-spatial, verbal-linguistic, logical mathematical, bodily, kinesthetic, interpersonal, and intrapersonal. The ones he considered adding later were naturalistic (able to classify natural forms, ecological ‘receptiveness’), existential or spiritual, and teaching -pedagogical in telligence. Somewhat related […]

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Teaching Science to Students with Dyslexia – Middle School [Premium]

Teaching Science to Students with Dyslexia – Middle School [Premium]

by | Aug 23, 2016 | , , , , , , ,

Adolescents are at a stage of development when they need to be in an environment where they can experience independence, growth, cooperation, and creativity; however, the typical middle school provides an environment that stresses competition, grades, relative ability, and rote memorization.” – From The Middle School Experience: Effects on the Math and Science Achievements of Adolescents with LD Perhaps because of dyslexic strengths in direct observation, causal reasoning, and analytical problem solving, the subject of science in middle school present opportunities for talent and possibly future career development. The potential obstacles facing students with dyslexia with interests in science are several: extensive technical vocabulary, similar sounding but distinct terms, writing demands for essays and lab notebooks, however teaching strategies based on students’ relative strengths and learning preferences […]

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